Vol. 35:1 (2023) ► pp.34–62
Source language difficulties in learner translation
Evidence from an error-annotated corpus
This study uses an error-annotated, mass-media subset of a sentence-aligned, multi-parallel learner translator corpus to reveal source-language items that are challenging in English–Russian translation. Our data includes multiple translations of the most challenging source sentences, drawn from a large collection of student translations on the basis of error statistics. This sample was subjected to manual contrastive-comparative analysis, which resulted in a list of English items that were difficult for students. The outcome of the analysis was compared to the topics discussed in translation textbooks that are recommended for BA and specialist-degree students in Russia. We discuss items that deserve more prominence in training as well as items that call for improvements to traditional learning activities. This study presents evidence that a more empirically motivated design of the practical translation syllabus as part of translator education is required.
Article outline
- 1.Introduction
- 2.Related work
- 2.1Error-annotated learner translator corpora
- 2.2Error annotation for identification of error-prone SL items
- 3.Data
- 3.1Textbooks on translation practice
- 3.2Learner translations
- 3.2.1Filtering
- 3.2.2Error annotation
- 3.2.3Downsizing to a non-random sample for manual analysis
- 4.Method and results
- 4.1Textbook analysis
- 4.2Learner data: Manual analysis
- 5.Discussion
- 5.1Observed SL-related problems underrepresented in textbooks
- 5.2Cases of persistent problems: SL items inadequately learnt
- 6.Conclusion
- Acknowledgements
- Notes
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References
https://doi.org/10.1075/target.20189.kun